Abstract
Recently there has been a push to train teachers in how to enhance their professional reflection to increase competency, because they do not tend to receive feedback on their teaching from colleagues or students following their teaching practice. Within the seminar, “Modelling Days,” at Kassel University, the focus on reflection was promoted explicitly. The explorative study presented in this chapter had the goal to investigate pre-service teachers’ levels of reflectivity after modelling activities with high school students. The analysis of 12 written reflections showed different levels of reflectivity, with high levels rarely being reached. The development of a new model on levels of reflectivity, which originated from Hatton and Smith’s model, is a further result of the empirical study.
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Borromeo Ferri, R. (2017). Pre-service Teachers’ Levels of Reflectivity After Mathematical Modelling Activities with High School Students. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_17
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DOI: https://doi.org/10.1007/978-3-319-62968-1_17
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